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Using Think-Aloud Interviews and Cognitive Labs in Educational Research$
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Jacqueline P. Leighton

Print publication date: 2017

Print ISBN-13: 9780199372904

Published to Oxford Scholarship Online: February 2017

DOI: 10.1093/acprof:oso/9780199372904.001.0001

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What is the Problem to be Solved?

What is the Problem to be Solved?

The Purpose for Using Think-Aloud and Cognitive Laboratory Interviews

(p.1) 1 What is the Problem to be Solved?
Using Think-Aloud Interviews and Cognitive Labs in Educational Research

Jacqueline P. Leighton

Oxford University Press

The objective of the first chapter is to provide an introduction to the book, and presents specific procedures and best practices for collecting, analyzing, and interpreting qualitative data of human information processing. Readers are introduced to two types of interview methods—think-aloud interviews and cognitive laboratories—for collecting qualitative data of human information processing. Although the two interview methods are similar, they differ in important ways such as the object of measurement and the corresponding procedures associated with data collection. For example, think-aloud interviews are used for the collection of qualitative data mainly associated with human problem solving, whereas cognitive laboratory interviews are used primarily for qualitative data associated with human comprehension.

Keywords:   Qualitative data, research design, verbal reports, think-aloud interviews, cognitive laboratory interviews

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